Exciting times for D and an Autism Support Perspective #ThisIsAutism

By | April 24, 2014

After a shaky day yesterday, D was full of excitement about her birthday party. It’s still four weeks away but, as the invitations have gone out and responses are starting to come in, it’s all becoming “real” to her, that this will be happening.

As I’ve mentioned before, she spent years not recognising birthdays or festivities so her excitement is well overdue and positively infectious!

It was a long day for D, what with after school cricket and rounders but I was greeted with a very loud “Mumma” and a run-up, her happy mood has continued right through to settling down time.

D being at after school club meant that T and I had our coffee shop visit, he’ll happily take advantage of the free wifi and watch his football videos whilst slurping his cooler drink, it’s hardly a time for conversation (his football viewing is his calming tool) but at least we chat to and from (albeit one-sided at times).

This Is Autism

I wanted to include as many different perspectives around the autistic spectrum during the guest posts in Autism Awareness month and tonight’s post has been written by the Autism Support Worker at D’s SN school.

As with her teacher’s post on Tuesday, it’s positive to know that we’re all “singing from the same sheet”.

A Special School perspective on Autism

“A significant number (but by no means all) of the pupils in our school have a diagnosis on the autism spectrum, with a range of strengths, needs, and personalities. I work in a special school, not because I don’t believe in inclusion into mainstream schools, but because I think we have a role to play.

For some children I believe a special school can be a great place for them to grow and flourish – for some children mainstream is that place. There are no hard and fast rules as to the best placement, as every child and every school is unique.

I realise that we are only a part of the story, the children are with us 6 hours a day, five days a week, term time only. Two things spring to mind when writing that – firstly parents spend much more time with their child than we do, so we should listen to them and support them (if that’s needed and wanted!). And secondly we have to make the children’s time in school count. I hope we do that; we aim to meet their individual communication, sensory and social needs, so that they can access the curriculum, activities and the community more fully than when they joined us.

This is sounding a bit like a school prospectus – that wasn’t my intention, just trying to explain what we do and why. Ultimately I do this job because I want to make a difference – and because I enjoy what I do.”

I’ve mentioned before that D has positively flourished since joining her SN school, it’s good to know that that is widespread.


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